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Direct linkVermeulen, Jorine A.; Béguin, Anton; Eggen, Theo J. H. M. – Educational Studies in Mathematics, 2021
This study explored the relationships between task beliefs about the empty number line (ENL), mathematical ability, gender, and voluntary ENL use in multi-digit subtraction and addition. One hundred twenty-three Dutch third-grade students and nine teachers from six schools participated in this study. The multilevel path analysis showed that task…
Descriptors: Elementary School Students, Grade 3, Foreign Countries, Number Concepts
van Lieshout, Ernest C. D. M.; Xenidou-Dervou, Iro – Educational Studies in Mathematics, 2018
At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more…
Descriptors: Mathematics Instruction, Cognitive Processes, Difficulty Level, Addition
Peters, Greet; De Smedt, Bert; Torbeyns, Joke; Ghesquiere, Pol; Verschaffel, Lieven – Educational Studies in Mathematics, 2012
Subtractions of the type M - S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children's use of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie single-digit problems in both subtraction (12 - 9 = .) and addition…
Descriptors: Reaction Time, Grade 6, Addition, Subtraction
